Relationships among smartphone addiction, stress, academic performance, and satisfaction with life

The relationship between cell phone use, academic performance, anxiety, and Satisfaction with Life in college students

The Media and Technology Usage and Attitudes Scale: An empirical investigation

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Cultures And Organizations Software Of The Mind Intercultural Cooperation And Its Importance For Survival

Technology use, self-directed learning, student engagement and academic performance

An exploration of social networking site use, multitasking, and academic performance among United States and European university students

A Cross-cultural Qualitative Examination of Social-networking Sites and Academic Performance

Research has shown since 2008 that social networking
site (SNS) use comprises the majority of time spent on the
Internet. The age distribution and large amount of time spent on
SNSs evoke a new research era: How students use SNSs and how the
uses of SNSs impact their academic performance. The main objective
of the pilot study was to investigate the relationship between time
spent on SNSs, frequency of SNS use, multitasking with SNSs, time
spent studying, and Grade Point Average (GPA). In the first part,
the cross-cultural differences between the United States (US; n =
444) and European college students (n = 346) were examined using
path models.After examining the path models, a new survey was
administered with additional items (with existing reliability and
validity evidence). The purpose of the main study was to define new
constructs using observed variables. These constructs were
Facebook® addiction, multitasking with SNSs while studying, using
SNSs for school work, the amount of time spent on SNSs, college
self-efficacy, and academic performance. A structural equation
model (SEM) was developed using the above constructs. SEM has many
advantages compared to path analysis, and it was used to compare
two countries: the US (n = 226) and Turkey (TR; n = 200). This
exploratory investigation focused on the following main goals: (a)
testing if Facebook® addiction and intensive SNS use impact
academic performance, (b) identifying the variables that directly
or indirectly impact SNS use and academic performance, (c)
understanding the impact of Facebook® addiction on general SNS use
and academic performance, (d) indicating relationships between the
variables, and (e) probing the differences between university
students from different cultures (i.e., the US and
TR).

Facebook® addiction, intensive social networking site use, multitasking, and academic performance among university students in the united states, europe, and turkey: a multigroup structural equation modeling approach

Ipek Ozer

Papers

An exploration of social networking site use, multitasking, and academic performance among United States and European university students

A Cross-cultural Qualitative Examination of Social-networking Sites and Academic Performance

Facebook® addiction, intensive social networking site use, multitasking, and academic performance among university students in the united states, europe, and turkey: a multigroup structural equation modeling approach

Reliability and Content Validity of an English as a Foreign Language (EFL) Grade-level Test for Turkish Primary Grade Students